Acceptance of a flipped classroom to improve university students’ learning: An empirical study on the TAM model and the unified theory of acceptance and use of technology (UTAUT)

Heliyon, Год журнала: 2022, Номер 8(12), С. e12529 - e12529

Опубликована: Дек. 1, 2022

Язык: Английский

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Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis

Frontiers in Education, Год журнала: 2022, Номер 7

Опубликована: Сен. 26, 2022

The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability scientific evidence in its favor. We examined 46 meta-analyses only to find remarkably different overall effects, raising question about possible moderators confounds, showing need control nature intervention. then conducted a meta-analysis 173 studies specifically coding implementation. In contrast many claims, most in-class sessions modified based on Furthermore, it was flipping followed by more traditional class active that effective. Drawing related research, we proposed specific model flipping, “Fail, Flip, Fix, Feed” whereby students asked first engage generating solutions novel problems even if they fail generate correct solutions, before receiving instructions.

Язык: Английский

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Pre-service teachers’ perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment

Education and Information Technologies, Год журнала: 2023, Номер 29(3), С. 3365 - 3387

Опубликована: Июнь 21, 2023

Язык: Английский

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The study on the effects of gamified interactive e-books on students’ learning achievements and motivation in a Chinese character learning flipped classroom

Frontiers in Psychology, Год журнала: 2023, Номер 14

Опубликована: Авг. 4, 2023

Existing empirical research has demonstrated the positive effects of flipping classroom to improve student motivation and achievement by in-class learning content pre-class. However, flipped approach requires that students be engaged motivated in pre-class stage ensure activities run smoothly. Previous studies have highlighted difficulties often encounter when trying learn Chinese characters language classes, especially those who are early stages language. Therefore, this study, a gamified interactive e-book was developed used for character learning. To evaluate effectiveness approach, pre-test post-test control group experimental design used. The participants were 90 s-grade from public primary school Zhengzhou, China, randomly assigned two groups one group: (GIEFC group), traditional (TFC teaching (TTC group). results indicated GIEFC scored higher than TFC TTC terms achievements motivation. In addition, also e-books Future could explore variety different types game elements as well extension other subjects.

Язык: Английский

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Efectividad de la metodología de aula inversa en el ámbito universitario. Una revisión sistemática

Educación XX1, Год журнала: 2024, Номер 27(1), С. 19 - 56

Опубликована: Янв. 2, 2024

El aula inversa (AI) es un enfoque metodológico que invierte el modo de enseñanza tradicional poniendo foco activo en estudiante. Es una metodología dinámica la profesor facilita aprendizaje los estudiantes proporcionando material adecuado para preparación previa las clases y acompañando profundización contenidos resolución situaciones o problemas relacionados con tema estudio dentro del aula. Por eso, está considerada como innovación docente. objetivo general presente trabajo analizar evidencia científica sobre efectividad AI ámbito universitario. Siguiendo recomendaciones PRISMA se realizó revisión sistemática literatura publicada bases datos Web of Science, Scopus ERIC entre años 2016 2022, han analizado total 27 estudios experimentales cuasiexperimentales cumplieron criterios selección definidos. Se analizaron variables descriptivas, diseño valoración eficacia, condicionantes inciden eficacia AI. Los resultados muestran mayor número publicaciones continentes asiático americano ámbitos ciencias educación. 87% artículos estudian nivel grado universitario más 81% utilizan grupo control su estudio. La muestra aplicación relación académicos distintos grados, así adquisición habilidades consideradas transversales satisfacción respecto a buena mejoras relacionan aspectos dependen mismos estudiantes, profesores universidad.

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Computational Thinking in Science Laboratories Based on the Flipped Classroom Model: Computational Thinking, Laboratory Entrepreneurial and Attitude

Journal of Science Education and Technology, Год журнала: 2025, Номер unknown

Опубликована: Янв. 6, 2025

Abstract Computational thinking (CT) has gained more value for individuals in a world reshaped by digital transformation the last decade. Therefore, educators and researchers are trying to integrate CT into teaching practices. Efforts teach increasing, especially basic courses widely included school curricula. The focus of this study is integration science flipped classroom model. In context, effects computational laboratory (Flipped-CSL) activities carried out with teacher candidates on skills, entrepreneurship, attitude were investigated. An intertwined mixed research design, which quantitative qualitative data evaluated together, was used study. Findings showed that flipped-CSL effective improved their attitudes significantly positively. results include practical use when planning subjects improve skills. Implications using education discussed, suggestions made regarding results.

Язык: Английский

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Effectiveness of Flipped Classrooms for K–12 Students: Evidence From a Three-Level Meta-Analysis

Review of Educational Research, Год журнала: 2024, Номер unknown

Опубликована: Июль 30, 2024

Flipped classrooms (FCs) in K–12 schools are growing popularity. However, previous studies have reported inconsistent findings on the effects of FCs, and conditions under which FCs effective remain unclear. This three-level meta-analysis synthesized versus traditional (TCs) various learning domains among students based 129 with 399 effect sizes (N = 12,727). The results revealed that a significant positive students’ overall performance (without outliers: g 0.53 [0.44,0.62], 95% prediction interval [–0.60, 1.66]) both cognitive domain affective domain. Moderator analyses showed region, measured outcome, outcome dilution, instructor equivalence, publication type were predictors. In addition, educational context research methodology characteristics accounted for proportion variability effects. These provide valuable evidence-based recommendations future practice.

Язык: Английский

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Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

Eurasia Journal of Mathematics Science and Technology Education, Год журнала: 2023, Номер 19(6), С. em2283 - em2283

Опубликована: Май 10, 2023

More and more educators are adopting the flipped classroom approach (FC) in their teaching, which entails using video-based learning outside of interactive group activities inside. The aim this review is to offer a summary research on use classrooms physics education. A comprehensive analysis 30 journal publications focusing education was conducted. delved into psychological constructs utilized these studies. Results indicate that compared traditional approaches, implementing FC has positive impact student outcomes.

Язык: Английский

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Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures

Education and Information Technologies, Год журнала: 2022, Номер 27(5), С. 6353 - 6365

Опубликована: Янв. 7, 2022

Язык: Английский

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Teaching and learning floating and sinking: A meta‐analysis

Journal of Research in Science Teaching, Год журнала: 2023, Номер 61(2), С. 487 - 516

Опубликована: Окт. 11, 2023

Abstract Floating and sinking (FS) is a key topic in science education, both at primary secondary levels. The interpretation of FS phenomena, however, challenging due to the difficulty scientific concepts explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict explanations. Consequently, many studies over last few decades have investigated how could be taught effectively students different ages while utilizing multiple teaching approaches. This meta‐analysis summarizes findings from 69 intervention on conducted between 1977 2021. Over all studies, we estimated mean effect size g = 0.85 (95% CI 0.71, 0.99). large demonstrates that, although concept, effective even elementary school. Moreover, moderator analysis, investigate characteristics, age, as well study design, assessment features size. To analyze these variables, use three‐level hierarchical meta‐regression model for dealing sizes single studies. We found two characteristics that explain variance sizes: longer lasting interventions result larger where hands‐on experiments are applied more than those virtual experiments. Furthermore, treatment‐control group comparison significantly smaller pre‐post design. discuss implications our regarding variables further research FS.

Язык: Английский

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